Faculty Gains through Teaching Abroad: A Transformative Learning Approach NICK GOZIK Elon University REBECCA HOVEY Smith College Abstract This investigation explores the benefits that faculty gain from teaching on short-term, faculty-led programs, complementing a much more extensive literature on student outcomes of this study abroad program model. A secondary goal of the research was to learn whether faculty gains stemming from these experiences resulted in follow-on benefits for the institution and, more broadly, for internationalizing curricula and teaching on the home campus. Among the findings, the four key benefits that faculty reported were cultural and intercultural learning, a further development of their own research interests and professional networks, a deeper knowledge of students, and a sense of rejuvenation for teaching. While these findings support related research demonstrating some strengthening of internationalization efforts, the authors argue that their research provides support for a transformative learning approach which would enhance faculty development through reflection and longer-term benefits to the institution. Keywords: faculty, internationalization, faculty development, transformative learning, authenticity, education abroad Introduction U.S. campuses have increasingly viewed short-term education abroad programming as an effective means for rapidly expanding access to a wider range of students, and especially for those who might not otherwise go abroad without the support and sense of security provided within a group. Accordingly, the number of students participating on faculty-led programs, most eight weeks or less, has risen over the past two decades, outpacing other forms of education abroad in terms of growth (Redden, 2018). Approximately 65% of students who study abroad did so on a short-term program of eight weeks or less in 2018–19 compared to 56% in 2005–6, and only just over two percent went for at least an academic year (Institute for International Education, 2020), thus moving considerably away from the traditional Junior Year Abroad (JYA) model. While numerous factors explain these shifts, much has come down to a response from institutions to market demand with a greater diversity of students who may be unable or less inclined to go abroad for a longer sojourn due to curricular, financial, familial, or other considerations. The discussion and research to date on short-term programs has revolved largely around the ways in which such programming benefits students, especially as a high-impact practice with transformational learning potential. At the same time, with the exception of a very small number of studies (Paparella, 2018; Gillespie et al., 2020; Watts, 2015), very little is known about what faculty may gain from these short-term experiences as opposed to longer-term positions as study abroad directors (Goode, 2007). Given that faculty are already leading programs abroad in increasing numbers, with this being in some